Giáo án NLS Tiếng Anh 9 Global Success Unit 1 Skills 1: Reading: Special products in some areas, Speaking: A speciality

Planning: ..../..../.....

Teaching: ..../..../.....

UNIT 1: LOCAL COMMUNITY

SKILLS 1

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

• Read for specific information about traditional craft villages and their specialities.
• Guess the meaning of new words in context.
• Speak about a local speciality in their neighbourhood, hometown, or an area they know.

2. Competences

General competences:

• Self-control and independent learning: actively participate in reading and speaking tasks.
• Communication and collaboration: work effectively in pairs or groups to complete the learning tasks.

Specific competences:

• Identify key details in a brochure about Vong Village and Denby Pottery.
• Deliver a short presentation about a local product.

Digital competences:

• [1.1.TC2a]: Organize the search for data, information and content in a digital environment to explore traditional villages.
• [2.1.TC2a]: Select multiple digital technologies to interact via online quiz platforms and interactive boards.
• [2.2.TC2a]: Apply suitable digital technologies to share data, information and digital content during presentations.
• [2.4.TC2a]: Select digital tools and technologies for collaboration processes to record and review speaking tasks.
• [3.1.TC2a]: Apply ways to create and edit content in different formats by designing digital posters.
• [5.2.TC2b]: Select digital tools and technological solutions to solve needs for immediate automated assessment.
• [6.2.TC2a]: Optimize the use of AI tools for higher efficiency in vocabulary deduction and grammar checking.

3. Attributes

• Hard work: Be actively involved in class activities and complete all assigned tasks.
• Love: Develop respect for artisans, appreciate traditional crafts, and show pride in local culture and specialities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 9, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Pictures of “com” (young sticky rice) and pottery.
• Website hoclieu.vn.
• Digital tools (E.g. Quizizz/Kahoot, Canva, Google Slides) and AI tools (E.g. ChatGPT/Gemini, AI Online Dictionaries).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets (for accessing digital learning platforms and AI tools).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

Activity 1: Work in pairs and answer the questions

a. Objective: To activate students' knowledge of the topic of the reading text.

b. Content: Students look at two pictures (com and pottery) and answer two questions.

c. Product: Students' correct answers regarding the products and their origins.

d. Organization:

Activity 2: Read the brochure introducing different places with special products and match each highlighted word with its definition

a. Objective: To help students develop the skill of guessing the meaning of new words in context.

b. Content: Students read the text, find highlighted words (preserve, shorten, fragrance, original, function), and match them with definitions (a-e).

c. Product: Students' correct matching of words and definitions.

d. Organization:

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Activity 3: Read the brochure again and decide which place each detail below belongs to

a. Objective: To help students develop the skill of reading for specific information (scanning).

b. Content: Students read 5 details and decide whether they belong to Vong or Denby.

c. Product: Students' correct identification of the details for each place.

d. Organization:

Activity 4: Work in pairs, ask and answer about a speciality in your neighbourhood, your home town, or the area you know and use the questions below

a. Objective: To help students prepare ideas to talk about a speciality in their neighbourhood, home town, or the area they know.

b. Content: Pair-work interviewing using 5 guided questions from the textbook about local specialities.

c. Product: Students' notes and dialogue exchanges about their chosen local product.

d. Organization:

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Activity 5: Work in groups and give a short talk about the speciality you discussed in Activity 4.

a. Objective: To give students a chance to talk about a speaciality.

b. Content: Students compile their notes from Activity 4 to deliver a short informative presentation within a group.

c. Product: Short verbal presentations delivered by students to their group or class.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary learned in the text and practice word formation rules, preparing students for common exam-style formats.

b. Content: Students complete two practice exercises.

c. Products: Students' correct answers for the two exercises.

d. Organization:

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4. APPLICATION

a. Objective: To promote multi-modal language application (drawing, writing, and speaking) through a collaborative cultural project.

b. Content: Students undertake a project called “The Local Speciality Fair”. Students will design a poster, write a product pitch, and present it.

c. Product: A marketing poster on A4 paper with a written description (3 – 4 sentences) and an oral sales pitch.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher sets and projects the scenario on the smart TV: “Imagine your class is hosting a Culture Fair. Your group wants to promote a local traditional product to international tourists.”

- Tasks distributed within each group:

+ Task 1 (Design): Design a promotional poster or sketch the product.

+ Task 2 (Writing): Write a description (3 – 4 sentences) using the words like preserve, original, or speciality.

+ Task 3 (Speaking): Act as sales agents to pitch the product to buyers.

- Teacher sets a time limit of 8 minutes.

Step 2: Students perform learning tasks

- Students work in groups of 4. Two students use Canva to design the visual poster, while the other two co-write the persuasive sentences and prompt an AI chatbot to proofread their pitch.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites 2 groups to cast their digital poster to the screen and present their product.

Example: “'Welcome to our stall! This is Chu Dau Pottery. It is a historical speciality of Hai Duong Province. Artisans preserve ancient techniques to create its original lotus patterns. It functions beautifully as home decoration. We hope you buy it to support our local community!”

- Other students acts as “tourists”, evaluate the poster and presentation, and vote for the most creative team.

Step 4: Evaluation

- Teacher reviews language precision, scores the posters based on creativity, and praises the collaborative effort of the groups.

- Teacher summarizes the lesson and assigns homework.

[3.1.TC2a]: Apply ways to create and edit content in different formats (E.g. Groups co-design a digital promotional poster using Canva instead of traditional A4 paper).

[6.2.TC2a]: Optimize the use of AI tools for higher efficiency (E.g. Students use generative AI tools like ChatGPT/Gemini to check grammar and enhance the persuasive vocabulary in their product pitch).

* HOMEWORK

- Learn by heart the new vocabulary from the lesson.

- Complete the written paragraph (60 – 80 words) describing your group's application product in your notebooks.

- Prepare for Skills 2.